scholarly journals A practical case study exploring how flipped learning affects the development of problem solving skills in two different disciplines

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Malgorzata Iwaniec ◽  
Tatiana Simmonds ◽  
Zoe Swan
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Independent Study ◽  
Practical Case ◽  
Flipped Learning ◽  
Problem Solving Skills ◽  
Student Groups ◽  
Key Skills

 This study explores how a flipped learning pedagogy was introduced to two separate student groups, within different disciplines, law and computing and compares the findings that have begun to emerge in relation to the development of a range of skills in particular the development of problem solving skills. Analytical and problem solving skills are not only the key skills for both law students and computing students, but are key skills for any graduate. The findings suggest the flipped classroom approach can increase student participation, engagement, supports the development of critical thinking and problem solving skills and promotes deeper levels of learning. The findings also support that this method of teaching and learning encourages the development of independent study skills and provides opportunities for students to develop and practice the core skills required of their discipline. This paper will also explore the perceived challenges and benefits experienced by both students and academics working with a flipped teaching and learning strategy during the academic year 2014/15.

scholarly journals Feasibility of a Flipped Classroom approach in the Dietetic Program: an Italian experience

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Maria Pilar Princis ◽  
Rosella Bazzano ◽  
Debora Porri ◽  
Hellas Cena
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Case Reports ◽  
Team Work ◽  
Care Process ◽  
Control Group ◽  
Flipped Learning ◽  
Problem Solving Skills ◽  
Motivation For Learning

AbstractAlternative teaching methods focusing on learner-centered and competency-based education lead to an increase in knowledge and skills students will have to apply after graduation(1); it has been shown that expecting to teach improves learning(2). Flipped classroom is an instructional approach combining individual and team work with active learning strategies(3). Its potential in nutrition courses has been formerly demonstrated, but the results focused on students' satisfaction(1). Aim of this study was to evaluate flipped classroom efficacy for Dietetics students’ achievement in dietetics and nutritional therapy. The study was conducted at University of Pavia, Italy.Sixteen students (8 males) participated in flipped learning during diet therapy course in the third year. They attended 32 hours of in-class activities, case reports discussions, group-based problem solving activities facing 10 different physiological and clinical conditions implementing the Nutrition Care Process approach. Students were assessed during each lesson and with a low stake test. A mid-term anonymous questionnaire using the 5 Likert scale items was submitted in order to evaluate any critical issues besides the degree of satisfaction. Data were analyzed by frequency.Both teamwork and individual initiative and problem solving skills were assessed: 12 students out of 16 were positively evaluated; 38% of students contributed greatly to the discussion in class (more than 5 times during the course). Students showed a high level of frequency in using scientific evidence, authoritative websites, guidelines and position papers (80%). All improved their slideshow contribution, becoming more effective as course progressed, scoring high (7/10) at the end of the course. Students were satisfied with the flipped learning class overall (68%), referring that flipped learning was helpful for self-directed learning (80%) and motivation for learning (81%), they enjoyed the use of training videos and would have liked to be able to use more (86%).The Flipped classroom is a valid approach when applied to final year students who already have reached autonomy in scientific literature search and identification of the appropriate sources for problem solving and clinical cases discussion. It was observed that flipped learning is helpful for the interaction and collaboration in the classroom. However conclusions are difficult to be drawn because this study was conducted only once in only one course, so it is hard to generalize the results. Besides further studies are recommended to compare an experimental group with a control group.

scholarly journals A FLIPPED LEARNING ENVIRONMENT: A DISRUPTIVE APPROACH FOR TRADITIONAL CLASSROOMS?

2021 ◽  
Vol 6 (42) ◽  
pp. 83-93
Author(s):  
Byabazaire Yusuf ◽  
Mohammed Ahmed Taiye
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Focus Group ◽  
Learning Environment ◽  
21St Century ◽  
Cultural Sensitivity ◽  
21St Century Skills ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Problem Solving Skills

The primary purpose of this study was to examine whether a flipped learning environment was a disruption to the traditional instructional approach, particularly in consideration of the 21st-century skills that students must acquire before graduation. A flipped classroom is one in which students are introduced to content at home or outside classroom via technology, and practice working through it at school. A qualitative research design was employed to conduct the study through a focus group approach. Nine in-service teachers, who were participants in a flipped classroom pilot program in Malaysia, served on the focus groups. Data were collected through asynchronous virtual focus group discussions. The scissor-and-sort approach was employed in the data analysis process. Findings from the study indicated teachers believed that a flipped learning environment maximized student learning potential, allowed for collaborative learning, created an engaging learning environment and promoted higher order critical thinking and problem solving skills, all suitable for encouraging and practicing 21st century skills in the classroom. Therefore, this study showed that the flipped classroom approach disrupts the traditional learning environment in a positive manner and avails opportunities to equip students with the relevant skills of problem-solving, critical thinking, collaboration, cultural sensitivity, and creativity which are essential for life-long learning and participating in a competitive 21st-century learning environment.

Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom

2018 ◽  
Vol 21 (3) ◽  
pp. 233-247 ◽  
Author(s):  
Seonghye Yoon ◽  
Seyoung Kim ◽  
Minjeng Kang
Keyword(s):  
Problem Solving ◽  
Literature Review ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Predictive Power ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Engagement ◽  
Practical Guidelines ◽  
The Relationship

Flipped learning is known to be an approach where learners take part in the learning process in a different way than in the non-flipped classroom and that in both they may deepen their knowledge and develop various competencies such as problem-solving and collaboration. Paying attention to the characteristics of flipped learning, the purpose of this study is to propose practical guidelines for the use of the flipped classroom by exploring the teaching and learning processes involved. Through a literature review, the 3 P model of teaching and learning was applied, and grit, professor support for fostering autonomy, learning engagement and perceived achievement were selected as variables for the process involved in learning via the flipped mode. In order to investigate the relationship between these variables, 121 students in a flipped classroom were surveyed. Data were analyzed by path analysis. The results showed that the support provided by the professor in terms of helping students to develop autonomy significantly predicted perceived achievement. Learning engagement mediated the relationship between grit and perceived achievement, and between the support given by the professor in terms of helping students to develop autonomy and perceived achievement. Based on the results, the specific strategies to enhance learners’ grit, their autonomy and learning engagement are discussed for the successful flipped classroom.

scholarly journals Efficacy of flipped classroom method in teaching-learning physiology

2021 ◽  
Vol 65 ◽  
pp. 204-209
Author(s):  
Kshitija Umesh Patkar ◽  
Umesh Suresh Patkar ◽  
Vrunda Subhash Kolte
Keyword(s):  
Problem Solving ◽  
Test Score ◽  
Flipped Classroom ◽  
Renal Physiology ◽  
Problem Solving Skills ◽  
Post Test ◽  
Group A ◽  
Didactic Lecture ◽  
Group B ◽  
Teaching Learning

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

scholarly journals Learning Tool for Robotics Basic Programming Based on Contextual Teaching and Learning to Improve Problem-Solving Skills

2020 ◽  
Vol 26 (1) ◽  
pp. 76-82
Author(s):  
Muhamad Syariffuddien Zuhrie ◽  
Munoto Munoto ◽  
I Gusti Putu Asto B ◽  
Lilik Anifah ◽  
Nur Hasanah
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Development Process ◽  
Software Development Process ◽  
Problem Solving Skills ◽  
Implementation Processes ◽  
Design Error ◽  
Process Implementation ◽  
Contextual Teaching ◽  
Basic Course

In the robotics program design basic course, it is very essential to be able to construct programming and then translate it into the language. If there is a design error in the algorithms and mistakes in the flowchart or an error in translating it into a programming language, the application software would be unable to work. The objectives of this study are to develop the basic teaching module for Robotics Programming and to implement robotics courses oriented on contextual teaching and learning to enhance university students' problem-solving skills. This study was designed with pre-action, action and reports procedures. 4D development was employed in the software development process. Implementation processes cover four phases: identifying, planning, creating, and disseminating. The findings suggested that contextual teaching and learning enable students to be actively engaged in the learning process encourage and motivated more active students' activities and promote creativity.

scholarly journals Pembelajaran Berdasarkan Senario dalam Mengajar Model Penyelesaian Masalah

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Shanthi Tamilselvam ◽  
Johari Surif
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Secondary School Teachers ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Transcription Process ◽  
Education Levels ◽  
University Lecturers

This study aims to evaluate the suitability of the Scenario Based Learning Module (SBL), which has been designed in the topic of Problem Solving Models. The study also aims to examine the advantages of SBL in universities and secondary education levels.  In addition, this study was conducted to find out the barriers and constraints in the designated SBL.  Lecturers from a university and a secondary school participated in this study which is conducted as an interview.  The interview is aimed to gather information on the suitability and features of the module, as well as the advantages and obstacles in the SBL module.  The data obtained from the interviews are qualitatively analyzed through the transcription process.  The findings show that the modules are designed to be practiced at university level among students. The findings also show that the module has many advantages in terms of understanding the learning content, thinking skills and problem solving skills, social and collaborative skills and intrinsic motivation of students.  Additionally, obstacles and constraints that exist in SBL are also discussed. This study benefits from the perspective of providing information on the suitability, advantages and obstacles of SBL for the Problem Solving course in Chemistry Education.  In fact, university lecturers and secondary school teachers can take this study as a reference for SBL applications in teaching and learning.  University students can also benefit from the SBL module designed and the results of this study.

scholarly journals Effective Assessment of Workplace Problem-Solving in Higher Education

10.28945/4496 ◽  
2020 ◽  
Vol 19 ◽  
pp. 001-016
Author(s):  
Maurice M. Danaher ◽  
Kevin Schoepp
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Discussion Board ◽  
Assessment Instrument ◽  
Asynchronous Discussion ◽  
Future Research ◽  
Problem Solving Skills ◽  
Student Groups ◽  
Asynchronous Discussion Board ◽  
Computing Curriculum

Aim/Purpose: Within higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. Background: This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. Methodology: The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university. Contribution: This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument. Findings: There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving. Recommendations for Practitioners: This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems. Impact on Society: Students must be prepared to solve workplace problems to meet the needs of 21st century employment. Future Research: Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context.

scholarly journals Gamification and Technology-Based Learning: Uncovering the Potential of Using Games in Language Teaching and Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 62
Author(s):  
Fahad H Abdeen ◽  
Waheeb Albiladi
Keyword(s):  
Problem Solving ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Educational Institutions ◽  
Educational Settings ◽  
Problem Solving Skills ◽  
Efl Context ◽  
Learning English

The use of games in education has received much attention from educators who perceive games as a motivational tool that can enhance their teaching and learning practice. Gamification in education is a relatively new field that promotes the use of games for educational purposes. Gamification or game-bases teaching is a growing trend among educational institutions, which use it to promote training, develop problem-solving skills in learners, and enhance the learning experience. The present paper aims to revisit the literature on the use of gamification in educational settings. Specifically, the paper discusses the use of gamification for teaching and learning English in the ESL/EFL context. Games have been used effectively with language learners to develop their skills in speaking, listening, writing, reading, and grammar.

PjBL-Based Blended Learning Implementation on Energy Topic to Improve the Problem-Solving Skill

2021 ◽  
Vol 1 (1) ◽  
pp. 32-41
Author(s):  
Mega Gestira ◽  
Abdurrahman ◽  
Viyanti
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
T Test ◽  
Problem Solving Skills ◽  
Paired Sample ◽  
New Strategy ◽  
Face To Face Learning ◽  
And Mathematics

Blended learning is a new strategy or way in the learning process. Besides face-to-face learning, the learning process should also be carried out in an online manner. Online learning could facilitate teachers and learners to learn anywhere and anytime. It is an appropriate learning strategy and supported by a learning model that could integrate various science disciplines, such as science, technology, engineering, and mathematics. This research aims to describe the improvement of problem-solving skills on energy via blended learning-based PjBL STEM. Each syntax of the learning consists of five-stage. They are problem solving,  focus the problem, describe the problem in physics description, plan a solution, execute the plan, and evaluate the solution. This research applied an experimental research design with pre-experimental (one group pretest-posttest design). The sample consisted of thirty-five Al-Azhar Islamic SHS 3 Bandar Lampung at X Science 1. The instrument was a problem-solving skill test in the form of an essay. The test results were analyzed with paired sample t-test. Based on the promoted research, the N-gain of experimental group learning outcome was 0.43, categorized moderate. The paired sample t-test hypothesis result obtained the Asymp. Sig (2-tailed) ≤0,05 is 0,00. It showed the improvement of problem-solving skills using the blended-learning-based PjBL STEM model.  

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